Mark Scheme (Results)

Summer 2015

Pearson Edexcel GCE in Geography

(6GE03)
Unit 3: Contested Planet
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Summer 2015
Publications Code UA41605*
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General Guidance on Marking

All candidates must receive the same treatment.

Examiners should look for qualities to reward rather than faults to penalise. This does NOT
mean giving credit for incorrect or inadequate answers, but it does mean allowing candidates
to be rewarded for answers showing correct application of principles and knowledge.

Examiners should therefore read carefully and consider every response: even if it is not what
is expected it may be worthy of credit.

Candidates must make their meaning clear to the examiner to gain the mark. Make sure that
the answer makes sense. Do not give credit for correct words/phrases which are put together
in a meaningless manner. Answers must be in the correct context.

Crossed out work should be marked UNLESS the candidate has replaced it with an alternative
response.

When examiners are in doubt regarding the application of the mark scheme to a candidate’s
response, the Team Leader must be consulted.

Using the mark scheme

The mark scheme gives:

 an idea of the types of response expected
 how individual marks are to be awarded
 the total mark for each question
 examples of responses that should NOT receive credit.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect candidates to:

 show clarity of expression

 construct and present coherent arguments
 demonstrate an effective use of grammar, punctuation and spelling.

Full marks will be awarded if the candidate has demonstrated the above abilities.

Questions where QWC is likely to be particularly important are indicated “QWC” in the mark
scheme BUT this does not preclude others.
SECTION A

Question Indicative content

Number
1a Figure 1 shows energy use in three countries at different levels of development
(LEDC, NIC and MEDC).
Answers should provide explanations reasons for the differences in total energy
use person, average annual energy growth and different sources of energy:

Total energy use per person:

 Related to income / development level with Ethiopia using less than
1/10th the energy
of Sweden.
 Could argue an agricultural / subsistence economy in Ethiopia versus
an industrial / urban society in Sweden.
Growth rates:
 Sweden’s is barely growing because of the high level of development
already reached, and environmental concerns / efficiency / conservation;
growth in China exceeds 10% a year due to rapid industrialisation and
development of infrastructure.
 Ethiopia’s growth rate is also high – probably as a result of rapid
urbanisation.
Different sources:
 Ethiopia relies on traditional biomass (dung, wood, crop waste) it is a
rural, agricultural economy so much of this will be domestic use and
people collect what they can.
 Biofuels are also high in Sweden but this is more technologically
advanced i.e. biodiesel and bioethanol plus commercial biomass e.g.
forestry waste.
 Fossil fuel use depends on whether a country has the resources e.g.
Chinese coal; Sweden and Ethiopia do not have many resources plus
Sweden chooses to use less polluting sources.
 Nuclear technology is too advanced for an LEDC and in the other
countries might be seen as a political policy decision + green issues
(Sweden – also an explanation for Sweden’s high renewable use;
physical factors (HEP) might be mentioned here also).

Level Mark Descriptor

Level 1-4 A few general comments on some parts of Figure 1 such as energy types
1 in a largely descriptive account, with a few basic explanations. Structure
is poor or absent. Geographical terminology is rarely used with accuracy.
There are frequent grammar, punctuation and spelling errors.
Level 5-7 Some range of explanations, not all convincing, for some of the
2 differences with some details but unbalanced in relation to Figure 1.
Structure is satisfactory. Geographical terminology is used with some
accuracy. There are some grammar, punctuation and spelling errors.
Level 8-10 A range of different explanations across the columns on Figure 1 with
3 some detail, likely to use examples. Structure is good. Explanations are
always clear. Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are rare
Question Indicative content
Number
1b Answers should focus on both renewable energy sources and recyclable ones
(biomass and nuclear). Do not credit reference to conventional and non-
conventional fossil fuels.
Responses should focus on the degree to which renewable and recyclable
sources always have costs for the environment and people when they are
developed. Many sources could be discussed including:
*Recyclable:
Environmental Social
Biomass Question marks over how Impacts on food prices; quite
carbon neutral biofuels a large employer.
actually are across their
whole lifecycle; deforestation
in tropical areas.
Nuclear Range of issues – waste Health impacts, NIMBY
disposal, leaks, disasters. issues.
*Credit CHP (Combined Heat and Power) as recyclable; it can uses waste as
an energy source.
Renewable:
Wind Bird strikes, landscape NIMBY issues, property values,
alteration, costs of noise, stress – might be seen
construction / resources as minor by some (perhaps
versus low / no CO2 output not to locals)
– might be seen as
acceptable especially if
offshore.
HEP Loss of land (deforestation) Displacement of people / loss
and possibly biodiversity, of homes; lack of benefit from
high resource use in supply to local people.
construction.
Solar Large areas of land, but Very limited impact – might be
often of low value (deserts) judged as almost cost free
or already used (roof); save for reliability issues.
environmental footprint Impact of large solar arrays,
costs of making and especially on farmland.
installing.
Geothermal Surface installation has a Virtually none – could be
small footprint and other viewed as cheap and clean.
impacts minimal
Wave/Tidal Impact on biodiversity e.g. Larger schemes, especially
proposed Severn Barrage tidal,
mud flats / birds; possibly tend to have been opposed by
landscape impacts environmentalists; wave likely
to be smaller, offshore, less
controversial.

Overall judgement:
 May conclude that recyclable have more environmental negatives than
renewable.
  The environmental and social negatives are ‘worth it’ in the long run,
perhaps especially for small scale, local renewable projects.
Detailed judgement of one source compared to another e.g. wind versus
HEP.
Level Mark Descriptor
Level 1-4 Describes some types of appropriate resources and some general
1 impacts but lacks an environmental / social focus. Structure is poor or
absent. Explanations are over simplified and lack clarity. Geographical
terminology is rarely used with accuracy. There are frequent grammar,
punctuation and spelling errors.
Level 5-8 Outlines some range of costs for some appropriate resources (renewable
2 / recyclable not differentiated) but lacks detail and examples; no
assessment of extent. Structure is satisfactory. Some explanations, but
there are areas of less clarity. Geographical terminology is used with
some accuracy. There are some grammar, punctuation and spelling
errors.
Level 9-12 Some detailed social and environmental costs for a range of renewable
3 and recyclable sources using examples with some attempt to judge
extent. Structure is good. Explanations are always clear. Geographical
terminology is used with accuracy. Grammar, punctuation and spelling
errors are rare.
Max 10 if only recyclable or renewable.
Level 13- Detailed, supported answer which considers the extent to which social
4 15 and environmental costs always occur for both types of energy resource
and makes a judgement on costs versus benefits. Carefully structured.
Explanations are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are very rare.
Question Indicative content
Number
2a Figure 2 shows 4 different options for increasing water supply which are
indicated as more or less desirable.
Answers should explain the ordering, but stronger answers may also question
it.

Water conservation
 Does not actually increase supply, but makes water go further so
shortages / insecurity are reduced; makes no further demand on
supplies so possibly viewed as most sustainable (no new infrastructure,
impact of biodiversity, additional extraction).
 May be difficult to implement as it needs a change of attitude.
 Singapore might be mentioned as an example.
Recycling waste
Using grey water for crops or flushing; effectively uses water twice so is
more efficient; some people may be put off by this idea (unhygienic
etc) and it might require re-plumbing or other adaptations but is ‘green’
as it is a type of recycling.
 As with water conservation, might be argued as cheaper / low cost.
Groundwater extraction
 Could be viewed as being quite desirable as long as it is done in a
renewable way so extraction balances recharge (some might argue that
it is very desirable on this basis).
 There are problems with over-extraction lowering water tables, leading
to subsidence and even issues such as arsenicosis; salinization of
coastal aquifers.
Desalinisation
 Energy intensive e.g. using fossil fuels to power desalination plants in
the Middle East (emissions) and it tends to be used where population
already exceeds water supply so is not seen as sustainable long-term
 May have an impact on ecosystems as large volumes of salt need to be
disposed of.
 High cost of water to consumers, so can’t be afforded by some
(economic water scarcity).
Level Mark Descriptor
Level 1 1-4 A few general comments on the impacts of some of the options, narrow
and lacking detail. Structure is poor or absent. Geographical
terminology is rarely used with accuracy. There are frequent grammar,
punctuation and spelling errors.
Level 2 5-7 A range of explanations and attempts to justify the order with
reference to some impacts with some details. Structure is satisfactory.
Geographical terminology is used with some accuracy. There are some
grammar, punctuation and spelling errors.
Level 3 8-10 Detailed explanation of the order with references to the pros and cons
across the options, may question the order and likely to use examples.
Structure is good. Explanations are always clear. Geographical
terminology is used with accuracy. Grammar, punctuation and spelling
errors are rare
Question Indicative content
Number
2b Answers should focus on transboundary water sources i.e. where water is
shared across an international or internal political boundary. Answers should
use transboundary examples to judge whether the water sources can be
shared or whether conflict is inevitable.

The background internationally is the The Helsinki Rules on the Uses of the
Waters of International Rivers and the 2004 Berlin Rules on Water Resources
which provide a framework to reach agreement which is sometimes followed.

A range of transboundary situations can lead to conflict:

• Where water is transferred from one region to another e.g. China south-
north diversion or diversion in Spain, or on the Colorado and one or more
parties feel they lose out.
• Conflict might emerge over environmental issues where water extraction
exceeds renewable levels.
When there are different players that all want to use to use the same water
resource, conflict is more likely.
• Pollution of water supplies can bring one user into conflict with another i.e.
pollution being sent downstream, as in the Ganges.
Internationally there are many examples where several nations place
conflicting demands on the same water resource:
 Mekong River (China and other countries: upper and lower reaches
users)
Turkey GAP Project
 River Nile (Egypt, Sudan, Ethiopia and others)
 River Jordan and aquifers in Israel / Palestine
 Ganges (Bangladesh and India)
Internally:
 The Colorado River (US states, but also Mexico adding an international
dimension)
 Northern versus Southern California.

Overall judgement:
 Candidates should argue, as part of their assessment, that conflict is
not inevitable and that agreement can be reached locally or
internationally over transboundary sources e.g. the Mekong River
Commission or on the Colorado.
 International situations are often more troublesome than internal
boundaries.
 Conflict is more likely in areas of existing water stress
 Conflict is more likely when there are other political disagreements, not
just water.
Level Mark Descriptor
Level 1-4 A few general ideas on conflict in a one-sided account lacking accurate
1 use of examples. Structure is poor or absent. Explanations are over
simplified and lack clarity. Geographical terminology is rarely used with
accuracy. There are frequent grammar, punctuation and spelling errors.
Level 5-8 Outlines a range of situations where conflict exists and explains why,
2 with some details, but lacks assessment. Structure is satisfactory. Some
explanations, but there are areas of less clarity. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
Level 9-12 Some assessment in an account which explains a range of situations
3 where conflict exists, using examples. Structure is good. Explanations
are always clear. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are rare.
Level 13- Genuine assessment which considers both sides in detail using examples
4 15 and takes an overview. Carefully structured. Explanations are always
clear. Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are very rare.
Question Indicative content
Number
3a Figure 3 shows 3 ways of measuring status; countries referred to are a
mixture of existing, former and rising powers. Answers should refer to Fig 3
and could also bring in their own ideas of suitable / unsuitable measures. The
commentary should make some judgement about the value / usefulness of
the measures shown and possibly others.

Military spending
 Might be seen as ranking the countries in the ‘right’ way i.e. USA well
ahead (reference to its hyper-power status might be made) followed by
China and Russia (2 of the BRICs) with the UK in 4th.
 Hard power: importance of deterrence; importance of superpowers
projecting themselves globally; ability to act globally to protect
interests e.g. trade routes.
 The USA’s very large spend might be related to its global reach (navy,
air force) which no other country can match.
 All 4 countries are nuclear powers which might be seen as putting them
in the ‘global powers’ club.
 Similar ranking to military, but the differences are smaller with the USA
just ahead of China; this could be seen as reflecting a country’s ability
to invest in sport, desire to be seen on the global stage as successful –
or just population size (note no India in the top 4).
 It could also be seen as reflecting cultural influence (soft power) but
might be argued as actually not very useful (position of the UK – home
advantage, investment before the games, but not much global power.
Patent applications
 Reflect education / skill levels, R&D spending, innovation and the
research work of TNCs – might be seen as a key economic indicator
bringing power through profit.
 Some might argue this shows economic and technological prowess is
not enough to make a country globally powerful (Korea, Japan).
 Possible comments on the low quality of Chinese patent applications i.e.
not genuinely innovative.
Many other measures might be mentioned (IGO membership, wealth per
capita, number of TNCs etc) or the idea that an index could be devised using
several measures to iron out anomalies.

Level Mark Descriptor

Level 1-4 Descriptive response with one or two comments relating to the data and
1 what it shows. Structure is poor or absent. Geographical terminology is
rarely used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 5-7 Some comments on the value of the data with some explanation of what
2 it shows / its usefulness with some details. Structure is satisfactory.
Geographical terminology is used with some accuracy. There are some
grammar, punctuation and spelling errors.
Max 7 if only two ways.
Level 8-10 Detailed commentary on the value of the data, and shows understanding
3 of its usefulness and limitations; may refer to other data. Structure is
good. Explanations are always clear. Geographical terminology is used
with accuracy. Grammar, punctuation and spelling errors are rare
Question Indicative content
Number
3b Answers need to focus on the BRICs and countries in the developing world
i.e. not OECD countries.
Threats
 The rise of China and India especially might be seen as an
environmental threat as China is already the largest CO2 emitter –
climate change could threaten Sub-Saharan Africa and states
vulnerable to sea level rise.
 Aid levels could fall as traditional powers give less but emerging
powers do not fill the gap as they have little tradition of aid giving.
 There might be new aid (a positive) but it could be tied in the same
way as aid in the past.
 Land-grabs might be considered, either as exploitative or as a
relatively easy way for developing countries to earn money.
 New neo-colonial relations might just replace older ones e.g. China’s
role in Africa could be seen as either exploitation or a new
relationship based on trade rather than muddied by old colonial ties.
 Specific threats to political stability e.g. Russian destabilising
influence, or tensions on the South China Sea.
Opportunities
 Some BRICs might provide regional leadership and help give
developing regions greater power / say in world affairs e.g. the role
of Brazil in Latin America.
 The BRICs are a huge market for exports, especially food and raw
materials – a possible alternative to markets in the EU and North
America with their trade blocs.
 BRICs will invest in developing counties perhaps without ‘western’
ideas of what development should be so countries are freed from
former colonial relationships.
 As the BRICs gain more power in IGOs this might eventually give the
wider ‘south’ a greater say in international relations.
Overall judgement:
 A summative statement judging benefits versus opportunities.
 Differentiating between, for instance environmental threats due to
rampant global pollution versus economic opportunities.
 Ideas about LEDCs / RICs gaining while the poorest countries i.e.
LDCs remain in a poverty trap.
NB: Developed countries focus is a rubric, but credit relevant general
threats / opportunities up to Max 6.
Level Mark Descriptor
Level 1-4 One or two general ideas likely to focus on one issue only e.g. China’s
1 role in Africa. Structure is poor or absent. Explanations are over
simplified and lack clarity. Geographical terminology is rarely used with
accuracy. There are frequent grammar, punctuation and spelling errors.
Level 5-8 Some explanation of some threats and / or opportunities in general
2 terms lacks detail and assessment. Structure is satisfactory. Some
explanations, but there are areas of less clarity. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
Level 9-12 Some assessment in an account which explains a range of threats and
3 opportunities, with some details and use of examples but unbalanced.
Structure is good. Explanations are always clear. Geographical
terminology is used with accuracy. Grammar, punctuation and spelling
errors are rare.
Level 13- Detailed assessment of both threats and opportunities with good use of
4 15 examples, likely to take an overall judgement. Carefully structured.
Explanations are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are very rare.
Question Indicative content
Number
4a The data shows the average % of poverty in Vietnam and its trend, as well as
ethnic minority and majority groups, and rural versus urban people.
Explanations should focus on both the trends and the differences in poverty
levels.

Differences in levels of poverty:

 Compared to the Vietnam average the ethnic Vietnamese majority have
slightly lower poverty levels, by about 5%; the ethnic minority groups
have greater poverty levels by about 30-40% - this difference might be
taken to indicate discrimination e.g. in the jobs market or education
opportunities.
The map indicates that ethnic minority populations tend to be
peripheral, they have the highest poverty levels but also a steep
decline; they live inland and away from major cities; some might
conclude they are a poorer, rural population

 Rural areas have higher poverty than average, and considerably higher
than urban areas – explanations might include isolation, rural poverty,
subsistence farming, lack of job opportunities in rural areas (+ the
impact of the high proportion of ethnic minorities.
 Urban areas have the least poverty – jobs in industry and trade
(coastal) and better incomes could be explanations

Trends in poverty:
 In terms of trends, poverty has been almost eliminated in urban areas
1994-2006 because of economic development and new job
opportunities e.g. factories, tourism.
 Rural development might be used to explain the fall in poverty here,
although some candidates might note that the gap between ethnic
minority poverty and the Vietnam average actually increases over the
period – evidence of continued or even increased discrimination /
opportunities for this group.
Level Mark Descriptor
Level 1-4 Descriptive response which recognises the differences and / or trends
1 but provides one or two basic reasons for these. Structure is poor or
absent. Geographical terminology is rarely used with accuracy. There are
frequent grammar, punctuation and spelling errors.
Level 5-7 Response provides some reasons but less detail and unbalanced in terms
2 of trends and differences. Structure is satisfactory. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
Level 8-10 Response provides a range of detailed and plausible reasons for both the
3 differences and trends, using own knowledge. Structure is good.
Explanations are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are rare.
Question Indicative content
Number
4b Answers need to focus on whether economic development can happen whilst
benefitting everyone and not harming the environment or whether these are
mutually exclusive.

Much will depend on the exact examples chosen but the following points
might be made:
 Development often leads to environmental degradation e.g. in China
where water and air pollution levels are high. Poverty reduction (200+
million lifted out of poverty since the mid 90s) has improved social
conditions and incomes but at the expense of the environment.
 Alternatively, the first-generation NICs such as Taiwan, South Korea
and Singapore have now moved to clean up their environment – this
might be related to the Kuznet’s curve idea that when a certain level of
economic development is achieved concern for the environment grows.
 Urbanisation might be seen as promoting the growth of slums e.g.
Dharavi or Kibera which have poor environmental conditions and low
quality of life.
Brazil’s biofuel programme, or even Curitiba, might be viewed as evidence the
development does not have to degrade the environment and can be
sustainable.

 Examples could come from the developed world e.g. Canada’s

development of tar sands brings significant economic gains but at the
expense of ecosystems.
 Development might be seen as promoting social inequality e.g. the
development of a coastal and urban core in China and a poor rural
periphery.
 In NICs and RICs development can bring exploitation and poor
working conditions in factories (FTZs, EPZs) which also contribute to
low environmental quality.

Overall judgement:
From better answers expect an overall judgment such as that the
environment usually suffers but the social judgment is more complex.

Level Mark Descriptor

1 1-4 A few general ideas on development and its impact, narrow and
negative. Structure is poor or absent. Explanations are over simplified
and lack clarity. Geographical terminology is rarely used with accuracy.
There are frequent grammar, punctuation and spelling errors.
2 5-8 Some explanation of the social and environmental impacts of
development but one-sided and lacking detail. Structure is satisfactory.
Some explanations, but there are areas of less clarity. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
3 9-12 Some assessment of the social, economic and environmental
consequences of development with some details and balance; some use
of examples. Structure is good. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar, punctuation
and spelling errors are rare.
4 13-15 Genuine assessment of how far economic gains outweigh other
consequences; recognises the complexity of the debate with detailed
used of examples. Carefully structured. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar, punctuation
and spelling errors are very rare.
Question Indicative content
Number
5a The 3 views shown differ in viewpoint; Kurzweil is essentially positive /
optimistic whereas Lovins is pessimistic (even technophobic). Kranzberg
warns that technology will always have some consequences but is ‘neutral’ in
terms of what these might be.
Possible evidence that might be used to support their viewpoints includes:
Kurzweil:
 ‘Futurist’ might be interpreted as very optimistic.
 Answers might focus on the disease part of the quote and discuss how
medical technology has helped overcome diseases such as Aids/ HIV
by prolonging life (use of ARVs) in the last few decades when in the
past the disease was seen as unbeatable.
 Geo-engineering technology could be seen as a future technology that
could combat the environmental problem of global warming, perhaps
combined with renewable energy technology to reduce emissions.
 Poverty reduction technologies could include intermediate technology
to increase food and water supply, or hi-tech approaches like GM.
Lovins:
 ‘Environmental scientist’ might be seen as focussing on environmental
costs.
 In support of Lovins, answers might focus on fossil fuels to argue that
humans have already caused a global warming pollution crisis so that
if humans discovered another similar source they would cause
environmental disaster again; even if the source was ‘clean’ it might
encourage resource consumption in other ways.
 Some answers could argue that humans have actually developed a
range of clean energy sources so the problem is not the technology
but how humans choose to use it
Kranzberg:
 ‘Historian’ and therefore possibly taking a more balanced view?
 This view might be exemplified with respect to technologies that have
unforeseen consequences such as DDT – positive impact on pests, but
longer term a disastrous impact on ecosystems.
 Other examples with (potentially) similar impacts might be GM and
the Green Revolution; even mobiles phones with their social impacts
or even political impacts.

Level Mark Descriptor

Level 1-4 One or two ideas about some of the viewpoints, but lacks detail and
1 clarity. Structure is poor or absent. Geographical terminology is rarely
used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 5-7 Suggests a range of reasons with some details and uses some examples
2 of technology to illustrate the viewpoints. Structure is satisfactory.
Geographical terminology is used with some accuracy. There are some
grammar, punctuation and spelling errors.
Max 7 if only two viewpoints.
Level 8-10 The response suggests a range of reasons for all three views and there is
3 detailed use of examples of technology in support; may challenge some
of the views. Structure is good. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar, punctuation
and spelling errors are rare.
Question Indicative content
Number
5b Answers need to consider the technology gap, and might take the approach of
evidence for it narrowing versus evidence for it widening. The nature of the
gap depends on which technologies are examined e.g. electricity access
versus broadband internet etc.

 Very broadly speaking the N-S divide still holds in terms of incomes so
it might be expected that technology follows this pattern.
 The gap might be seen as even starker than the N-S divide suggests on
the basis of patents and royalties i.e. technological innovation and its
benefits.
 Technology transfers have taken place e.g. cheap ARV drugs to help
the Aids / HIV crisis in Africa and the widespread use of malaria nets –
although these could be seen as just aid rather than genuinely reducing
the gap.
 Technolgical leapfrogging has made some technologies – particularly
mobile phones, ubiquitous in many parts of the developing world
although better answers will note that this does not extend to other
technologies (internet, PCs, health care)
There are still very large gaps, especially in rural sub-Saharan Africa
and parts of rural Asia where basic technologies like piped water and
electricity barely exist so the gap is still very large.
 Accept arguments that in some places – North Korea, Middle East
(females), the gap is ‘artificially’ enforced by politics and / or culture.
 Stronger answers might argue that there is a gap but that the North-
South divide is not really the right ‘model’ to use, and that it is more
regional (i.e. Africa) or based on gender, or rural / urban differences.

Overall judgement:
 May take the view that rapid NIC development has made the pattern
much more complex; could argue for a spectrum of technology access
 Could consider Africa as ‘left behind’ i.e. the remaining ‘south’ or take a
more sophisticated view of rural areas in developing countries being left
behind but urban areas have bridged the gap.
 Could also contrast some widespread technologies (mobiles) with ones
that are much less available to all (medical).
Level Mark Descriptor
Level 1 1-4 One or two general ideas on the technology gap in a descriptive
account, simplistic viewpoint. Structure is poor or absent. Explanations
are over simplified and lack clarity. Geographical terminology is rarely
used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 2 5-8 Explains some aspects of the distribution of technology globally but
one-sided e.g. leapfrogging. Structure is satisfactory. Some
explanations, but there are areas of less clarity. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
Level 3 9-12 Some attempt to judge the extent with some details and use of
examples, sees more than one viewpoint. Structure is good.
Explanations are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are rare.
Level 4 13- Detailed answer using examples which considers the extent of the
15 technology gap with evidence for and against. Carefully structured.
Explanations are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are very rare.
SECTION B

Question Indicative content

Number
6a Responses could be structured in a number of ways such as local versus
global value, or economic, socio-cultural and ecological / environmental
value. Goods and services could also be used, or regulating, provisioning,
supporting and cultural services. Whichever is used, people and planet need
to be addressed.
Value to people (mostly ecological resources):
 Home to about 40 different indigenous groups, numbering around
400,000; Arctic people still depend directly on the areas ecosystems
for their livelihood, at least in part.
 Cultural value in terms of spiritual / religious significance.
 Value as a pristine wilderness in its own right, but also as a place to
visit and see nature ‘in the raw’.
 Various types of economic value e.g. fishing, raw materials such as
timber.
NB The question focuses on ecological resources, so do not credit minerals or
fossil fuels.

Value to the planet (mostly physical systems):

The Arctic is a store of biodiversity, and although this is lower than in
some regions it does have a high percentage of some life forms
notably lichens (10% - see Fig 3) mosses and springtails; valuable
area in terms of migration and breeding especially for birds. View 1.

 Value as a carbon sink, locking away CO2 and methane in permafrost

as un-decomposed dead organic matter (peat) which if released could
have a serious impact on the greenhouse effect; the extreme cold
climate in the physical systems that makes this possible.
 Boreal forests as a carbon sink and therefore climate regulation.
 Value as a ‘global refrigerator’ as the Arctic has a cooling effect on the
whole planet via the albedo effect and its contributing of cold water to
the thermohaline circulation. View 5.

Stronger answers might take an evaluative approach and take an overview

as to which of the many ‘values’ is the most significant.
Synoptic linkages
Unit 1 – Arctic CCS
Unit 1 – Climate change
Unit 3 - Energy
Unit 4 – Cultural geography and cold environments.
Level Mark Descriptor
Level 1-4 Some general ideas on value but narrow e.g. economic value of
1 resources; lacks careful use of the resource booklet. Structure is poor or
absent. Explanations are over simplified and lack clarity. Geographical
terminology is rarely used with accuracy. There are frequent grammar,
punctuation and spelling errors.
Level 5-8 Some details in a response that explains the value of ecological
2 resources and physical systems but may not differentiate clearly; some
reference to people and planet but unbalanced. Structure is satisfactory.
May refer to wider links. Some explanations, but there are areas of less
clarity. Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors.
Level 9-12 Detailed explanation using the resources and own knowledge / wider
3 links. Value of both ecological resources and physical systems related to
people and planet. May take an overview of value. Structure is good.
Explanations are always clear. Synoptic. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors are very
rare.
Question Indicative content
Number
6b Some reference might be made to Fig 5 which shows that some ecosystems
present in the Arctic are more threatened than other i.e. marine by over-
exploitation (high and rising), all by pollution and climate change (especially
polar). Better answers need to do more than just explain the threats; they need
to consider which are the most important. Threats will be considered in a
general way but better answers need to make reference to biodiversity and the
environment:
Overfishing Climate change
Might argue the threat is not very Might be considered to be the most
clear as the data is not good; even the serious threat warming is already
upper level of 950,000 in total 1950- twice as fast as the global average and
2006 is small compared to other expected to continue – plus it is
fisheries (Fig 6), but with warming happening now with direct impacts on
seas / longer seasons it could quickly biodiversity e.g. polar bears via sea ice
get out of control and damage food melt, boreal forests via pests and
chains (Fig 4) or collapse (Fig 6); not fires; potential to hugely effect
very commercial now but pressure migration and breeding; some might
could build as other stocks decline see it as a ‘context threat’. View 2.
further e.g. Northeast cod. View 3. Figure 8 details should be used.
Tourism Shipping
Relatively small and like Antarctica Limited at the moment, but projected
mostly via ship; but as summers to rise quickly – its impact on
lengthen it could increase rapidly and biodiversity is likely to be indirect via
the Arctic is much more accessible to pollution and could be small (soot
European and North American could reduce albedo further, dumping
consumers compared to the Antarctic from ships) – contributes to GHG
– however it can be carefully managed emissions and is actually a result of
so might not be seen as much of a the GW threat and ice melting. Oil spill
direct threat to biodiversity. etc risk high due to hazardous
shipping route
Resource extraction Other threats to biodiveristy
Potentially has a large impact because including:
it directly scars the landscape and Invasive species; pests and disease
destroys ecosystems (although it is a outbreaks.
vast wilderness) e.g. on Baffin Island; Habitat destruction from permafrost
risk of oil spills from drilling – the melt, resource extraction.
North Slope, ANWR and tar sands Conflict: not directly effecting
might all get a synoptic mention. biodiversity but if the Arctic does
become a ‘free for all’ it could herald a
future of exploitation. View 4.
Synoptic linkages Unit 3 – energy, Unit 1 – climate change, Unit 1 – Arctic CCS
Research: threats such as pollution (PCBs etc) entering the Arctic food chain.
Overall judgement:
Should be present at the top end, will depend on argument. Scale / wide ranging
nature of climate change, versus more local threats. Immediate nature of some
threats versus longer term for others. Degree of manageability of the threats.
Level Mark Descriptor
Level 1-4 Describes some of the threats in general terms; narrow and not linked
1 to environment / biodiversity. Structure is poor or absent. Explanations
are over simplified and lack clarity. Geographical terminology is rarely
used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 5-8 Some explanation of threats to environment / biodiversity but in
2 general terms and lacks evaluation of their relative importance.
Structure is satisfactory. Some explanations, but there are areas of less
clarity. Geographical terminology is used with some accuracy. There
are some grammar, punctuation and spelling errors.
Level 9-12 Explanation of a range of threats, with some links to environment /
3 biodiversity and begins to consider relative importance. Structure is
good. Some reference to wider links. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar, punctuation
and spelling errors are rare.
Level 13-16 Detailed evaluation of a range of threats and consideration of their
4 relative importance, linked to environment / biodiversity. Carefully
structured. Good synoptic links. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar, punctuation
and spelling errors are very rare.
Question Indicative content
Number
6c Answers should consider the 3 options. Strengths and weaknesses could be
considered from a number of standpoints i.e. in relation to biodiversity,
protecting the Arctic generally or from an economic viewpoint – the views of
different players might be considered.
Strengths Weaknesses
1.Business as  Could be argued that it  Might be argued as the
usual allows the regions vital least likely to protect the
resources to be exploited Arctic’s fragile
so benefiting consumers environment although the
(energy resources, USA has a strong system
cheaper consumer goods of national parks and 11%
via shipping) of Arctic land is protected
 Possibility that national now.
governments will stick to  High likelihood that the
the protection measures area quickly opens up to
they put in place exploitation, which could
whereas any quickly lead to conflict.
international agreements  Various international
are hard to monitor and conventions such as
police. MARPOL and UNCLOS
might be seen as fairly
toothless.
2. Arctic  As a forum, the Arctic  Strengthening the Arctic
framework Council allows its Council into a treaty
members to discuss and based organisation might
reach agreement and it work, but it could scare
does involve indigenous off some member and
people. lead to a lack of
 This cooperative agreement
approach might be seen  Currently there is no
as the best way to sanction against activities
manage the region that go against the spirit
(rather than treaties etc of the council.
that some don’t sign up
to e.g. Kyoto)
3. Arctic  Probably the best way to  The actual sanctuary area
global protect the Arctic, but it is small – it would not
sanctuary only deals with areas prevent mining and
that are currently not drilling in most areas and
territorial. would not protect and
 It might be possible to land areas.
get agreement on this as  Some might argue that
it is the most hostile and the proposal is not really
remote area of the Arctic like the Antarctic Treaty at
at present – on the other all in that only an area of
and View 5 suggests this open ocean is protected.
is unlikely.
 Synoptic linkages
 Unit 3 Biodiversity management
 Research into Antarctica
 Links to the MEA scenarios.

Overall judgement:
Should be present at the top end, will depend on argument and the quality of
this i.e. realistic judgement. May come up with their own / hybrid
management approach.

Level Mark Descriptor

Level 1 1-4 A few general ideas on some of the approaches but does not consider
strengths and weaknesses. Structure is poor or absent. Explanations
are over simplified and lack clarity. Geographical terminology is rarely
used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Max 4 if only one approach is considered.
Level 2 5-8 Explains a range of strengths and weaknesses with some assessment.
Structure is satisfactory. Some reference to wider links. Some
explanations, but there are areas of less clarity. Geographical
terminology is used with some accuracy. There are some grammar,
punctuation and spelling errors.
Max 8 if only two approaches are considered.
Level 3 9-12 Detailed assessment of the three approaches using information from the
booklet and own knowledge; takes an overview. Structure is good.
Explanations are always clear. Synoptic. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors are very
rare.
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